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EED 203 Elementary Education Physical Science page

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Augsburg College EED 203: Topics: Physical Science for Elementary Teachers

Summer Session I, 2009, May 26-June 25, Tuesday, Thursday, 6:00-9:30 p.m., Science 19

COURSE DESCRIPTION: This course focuses on MSEP physical science outcomes for K-5 licensure: properties of and changes in matter; position, motion and force; light, heat, electricity and magnetism; and kinds of and ways to transfer energy. Students conduct hands on physical science explorations, review student misconceptions, and create demonstrations, a K-5 lesson plan and a science fair project. This course does not meet Augsburg’s undergrad uate science lab requirements for graduation.

INSTRUCTOR: Jeanine Gregoire, Education & Physics Office & hours: Sverdrup 3I 5-6:00 p.m. before class Office Tel.: 330-1551 Home Tel.: 724-8135 (call before 9:00 PM) E-mail: [email protected]

CREDITS: 1 PREREQUISITE: Elementary Education BA/ BS or M.ED. degree seeking or Elementary licensure-seeking.

REQUIRED READING: Stop Faking It! Finally Understanding Science So You Can Teach It: Energy , William C. Robertson and Brian Diskin;

NSTA Press: Arlington, VA (2002) Stop Faking It! Finally Understanding Science So You Can Teach It: Force & Motion , William C. Robertson and Brian

Diskin; NSTA Press: Arlington, VA (2002) Stop Faking It! Finally Understanding Science So You Can Teach It: Light , William C. Robertson and Brian Diskin;

NSTA Press: Arlington, VA (2003) Stop Faking It! Finally Understanding Science So You Can Teach It: Magnetism and Electricity, William C. Robertson

and Brian Diskin; NSTA Press: Arlington, VA (2005)

Suggested References: (On Reserve at the Library) Awesome experiments in light & sound, Michael Dispezio ; illustrations by Catherine Leary, New York : Sterling

Pub. Co., c1999. Electricity & Magnetism: Hands on Science Series. Joel Beller and Kim Magliore, J. Weston Walch Pub., Portland , ME,

2000. Easy Science Demos & Labs, Thomas Kardos, J. West Walch Pub., Portland , ME, c.2003 Everything you need for Simple Science Fair Projects. Bob Friedhoffer, A Byron Preiss Book, Scientific American,

c2004. 50 nifty science experiments, Lisa Melton and Eric Lad izinsky ; illustrated by Neal Yamamoto. Los Angeles : Lowell

House Juvenile ; Chicago : Contemporary Books, 1992. 175 science experiments to amuse and amaze your friends : experiments, tricks, things to make , Brenda Walpole ;

illustrated by Kuo Kang Chen and Peter Bull, New York : Random House, c1988. Janice VanCleave' s magnets : HELP! My Science Project is Due Tomorrow, Janis Van Cleave, Scholastic, New York,

NY, c2002. Janice VanCleave' s magnets : mind-boggling experiments you can turn into science fair projects, Janis Van Cleave, New

York : Wiley, 1993. Science experiments by the hundreds, Julia H. Cothron ; Ronald N. Giese ; Richard J. Rezba. Dubuque, Iowa :

Kend all/ Hunt, c1996. Science is Golden: A Problem-Solving Approach to Doing Science with Children, Ann Finkelstein, Michigan State

University Press, East Lansing, MI (2002). Scienceworks: 65 experiments that introduce the fun and wonder of science, Ontario Science Center Targeting Students’ Science Misconceptions: Physical Science concepts Using the Conceptual Change Model, Joseph

Stepans, Showboard , Inc. (2003)

EDUCATION DEPARTMENT MISSION STATEMENT: The Augsburg College Education Department commits itself to developing future educational leaders who foster student learning and well-being by being knowledgeable in their field , being competent in ped agogy, being ethical in practice, build ing relationships, embracing d iversity, reflecting critically, and collaborating effectively.

APPLICABLE MINNESOTA STANDARDS OF EFFECTIVE PRACTICE (MSEP):

Stand ard 1. Subject Matter. A teacher must understand the central concep ts, tools of inquiry, and structures of the d iscip line taught and be able to create learning experiences that make these aspects of subject matter meaningful for students.

E. A teacher of child ren in kindergarten through grad e 6 must demonstrate fund amental knowledge of scientific perspectives, scientific connections, science in personal and social perspectives, the domains of science, and the methods and materials for teaching science and scientific inqu iry.

1. understand science as a human endeavor, the nature of scientific knowledge, and the histori cal perspective of science


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2. know and apply the understand ings and abilities of scientific inquiry includ ing the ability to (a) identify questions and concepts that can be explored through scientific inquiry;

(b) design and conduct scientific investigations;

(c) use appropriate scientific instrumentation and equipment and mathematics as tools to improve scientific

investigations and communications;

(d) compare the use of multiple types of inquiry for answering questions;

(e) evaluate alternative explanations and models based on evidence, current scientific understanding, and logic;

(f) communicate and defend a scientific argument;

3. know how to make connections across the domains of science, between science and technology, and between science and other school subjects.

4. use scientific understand ing and abilities when making decisions about personal and societal issues

5. know and apply the fundamental concepts and principals of physical science concerning properties of and changes in matter; position, motion and force; levers, pulleys & inclined planes, light, heat, sound , electricity and magnetism; and kind s of and ways to transfer energy;

COURSE OBJECTIVES: Students in this course will • demonstrate knowled ge of the scientific inquiry process includ ing: defining a hypothesis, collecting data,

analyzing d ata, and presenting logical conclusions. • demonstrate greater understand ing of and ability to apply physical science concepts to common phenomena

in the world . • demonstrate how to effectively translate physical science concepts into effective lessons for K-5 students. • demonstrate knowledge of how major K-5 science curriculum incorporates major concepts and princip les. • demonstrate a greater understand ing of the nature of child ren's scientific and developmental thinking. • demonstrate effective lab safety practices.

COURSE ASSESSMENT: Your grade will be based on the following components: WEIGHT

1. Attendance and active participation in all class sessions * 30% 2. Resource file of physical science demonstrations, explanations, and resources: 2

d iscrepant events/ demonstration experiments for each of the following topics (9 total) o position, motion and force (2) o energy (2) o light (2) o electricity and magnetism (2) o properties and changes in matter (1 resource file/ no presentation) For Force & Motion, Energy, Light and Electricity and Magnetism you present a hands -on demonstration, describe the physical science concept and answer questions for two assigned chap ters from your read ings

34.5%

3. Science Fair Project that shows the scientific method exploring a K-6 physical science concept/ principle; Science fair projects will be presented and jud ged by peers at the end of the summer session.

20.5%

4. Physical science lesson plan: Choose one of the demonstrations from your resource file or choose a new concept to expand into a full lesson (20 min.) to do with 7 other people.

15%

Late work will be accepted the following class period for 5 percentage points for each day missed. Please mail materials when you cannot make d irect contact with the instructor.

*Student attendance during each session is required. Absences may jeopardize your learning and grade . Much of the information need to complete course requirements will be presen ted , d iscussed , modeled and practiced during class time. This is also a time for the instructor to evaluate student knowledge, comprehension and application of science concepts. Therefore student attendance during each session is required.

Students missing two sessions will significantly reduce their overall grade. Students missing

three sessions will be asked to retake the course.

GRADING: 95-100% = 4.0 Highest stand ard of excellence 90-94% 3.5 86-89% 3.0 Above basic course requirements 80-85% 2.5 75-79% 2.0 Basic Stand ards 70-74% 1.5 65-69% 1.0 Below basic standard s 60-64% 0.5 0 -59% 0.0 No cred it for the course

Your final grade is based on the number of points received from class participation, ind ivid ual assignments and projects. HOW THIS CLASS WORKS: • This class is organized as a cooperative class (not competitive) where you construct knowled ge and gather

ideas, strategies and skills. The key words for this class are participation and cooperation. Class content is


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structured through concrete, cooperative science experiences to demonstrate d ifferent scientific and educational concepts.

• Base groups (a group you are with throughout the entire semester) will help clarify information, brainstorm, provide feedback with projects and provide support through this brief time.

• Working groups (a group you will be with for a short time) will be formed each week to give you an opportunity to know and share ideas with other students in the class.

• Individual course requirements are assigned to reflect your own understand ing of key concepts. • It is your responsibility to complete all reading assignments before class so that you can better understand

the context of what we are doing d uring class. Class sessions are for the app lication of the information you have read . I rarely deliver information that can be read in the text.

The criteria to fulfill each requirement are based on standards of scholarly w ork: Rat ional, w ell - developed ideas presented clearly , legibly and w ith grammatical correctness. Such w ork should reflect your ow n high standards. HONESTY POLICY: The Augsburg College policy on academic honesty applies to this course. Please note that unless the instructor has instructed otherwise, it is dishonest to work with others on a single assignment that will be multiplied and turned in separately as if it were the work of each individual alone. STUDENT RIGHTS/RESPONSIBILITIES: "Students w ith d iagnosed learning d isabilities or physical handicaps may have legal rights to course modifications. Please identify yourself to the instructors so they may assist you with your course progress. All students have the right to use the College Counseling and Student Development staff as well as to receive assistance from the Writing Lab."


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CLASS SCHEDULE Indiv idual assignments and due dates may vary during the semester. Please check w ith the instructor, and make note during each class for changes in assignments and due dates.

Date: Class Topic Readings for Week/ Projects Due Dates Tuesday, May 26

• Course Overview • Introduction of class members

• Assignment to base groups • Overview of assignments • Mood le resources • Signing onto Weblinks • Specifics of resource file assignment.

• Models & Designs: Black Box (FOSS) • Newton’s Toy Box (Delta)

• Read : Stop Faking It: Force & Motion • Read: Syllabus and Weekly Handouts

Thursd ay, May 28

• Newton’s Toy Box (Delta) • The Little Shop of Physics

(Colorado State)

• Read : Stop Faking It: Force & Motion • Read: Weekly Handouts

Tuesday, June 2

• Stop Faking It Demos & processing of read ings • Levers & Pulleys (FOSS) • Science Fair overview

• Present two demos & explanation from Stop Faking It: Force & Motion (turn in for grading) • Read : Stop Faking It: Energy • Read: Weekly Handouts

Thursd ay, June 4

• Levers & Pulleys (FOSS) • Convection(GEMS)

• Read : Stop Faking It: Energy • Read Weekly Handouts

Tuesday, June 9

• Stop Faking It Demos & processing of read ings • Static Electricity & Magnetism (FOSS)

• Present 2 demos & explanation from Stop Faking It: Energy (turn in for grading) • Read : Stop Faking It: Magnetism & Electricity • Read: Weekly Handouts

Thursd ay, June 11

• Electricity and Circuits • Overview of Physical Science Lesson

• Read : Stop Faking It: Magnetism & Electricity • Read: Weekly Handouts

Tuesday, June 16

• Stop Faking It Demos & processing of read ings • GEMS: Color Analyzer • Delta: Mirrors

• Present 2 demos & explanation from Stop Faking It: Magnetism & Electricity (turn in for grading) • Read : Stop Faking It: Light • Read : Weekly Handouts

Thursd ay, June 18

• Delta: Lenses

• Read : Stop Faking It: Light

•Read: Weekly Handouts

Tuesday, June 23

• Stop Faking It demos & processing of read ings • Properties of Matter – Sink and Float • Present Science Fair Project

• Present 2 demos & explanation from Stop Faking It: Light (turn in for grading) • Science Fair Project presentation

•Read: Weekly Handouts

Thursd ay, June 25

• Teach Physical Science Lesson • Bell Jar Experiments.

• Teach Physical Science lesson-Turn in for evaluation. • Resource file for Properties of Matter (solid , liquid , gas) due


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Project Descriptions

Resource File of Physical Science Demonstrations, explanations and teaching aides from the Stop Faking It! series and other resources (34.5%) Examples of d ifferent resource files is available on Moodle

Purpose

Process your own understand ing of key concepts within the read ings

Be able to speak fluently about key physical science concepts.

Develop your own understand ing of key physical science concepts.

To practice a variety of teaching strategies and tools to get across physical science concepts.

Explore a number of d ifferent science education resources.

Share your resources with other pre-service elementary students, receive feedback and bu ild a library of physical science ideas and resources.

Requirements for Each Resource File Your Resource File Project will include:

2 physical science d iscrepant events/ demonstration experiments or enrichment activities for each of the following top ics (9 in all) from your assigned chapter (see below)

o position, motion and force (2) o light (2) o energy (2) o electricity and magnetism (2) o properties and changes in matter (1-will not present—just turn in description)

A typed summary of each demonstration includes a o Title of the demonstration (in the form of a question) o Materials Listing and an actual SET of materials (or a apparatus) for the d iscrepant

event/ demonstration o Procedures for the demonstration – complete enough for others to follow it. o A complete explanation of how the dem onstration is tied to the concept o A visual (overhead graphic) that w ill help the listener process the concept o Tie the concept(s) from the chapter to previous week’s curricula (examples of where you saw the

concept or principal demonstrated) or to other rea l-world examples. o State Standard that this demonstration is tied to. o Misconceptions that may occur (from Stepan’s hand out) and how that misconception is

addressed in this demo.

Photocopy the resource file for each of your presentations to share with your group (usually 2).

Assessment of Each Resource File (25% or 2.5% each)

Thoroughness, thoughtfulness and creativity in developing all requirements listed above Requirements for Resource File Presentations For Force & Motion, Energy and Light and Magnetism and Electricity (books) you will be asked to present your hands on demonstrations, describe the physical science concept (using your visual or child ren’s book) and answer any questions. You will be assigned two chap ters from each of the Stop Faking It! books to present to a small group of your peers. For p roperties of matter, choose 2 concepts from the vocabulary list and create a demo for it. You will hand this in with no presentation. Photocopy the resource file for each of your presentations to share with your group.

Assessment of Each Presentation (12% or 1.5% each)

Has practiced demonstration, can clearly describe the physical science concepts involved , and addresses questions about the project articu lately.

Uses instructional graphics and examples to explain major points of demo; Includ es examples from previous units or real life to elaborate upon the concept.

Grammatically correct in print communication and speech.

Student Force & Motion Energy Magnetism & Elec. Light

1. Chap. 1 Chap. 4 Chap. 2 Chap. 5 Chap. 3 Chap. 6 Chap. 1 Chap. 4




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Science Fair Project (20.5%)

Your task is to develop, conduct and present the results of an experiment to answer a question concerning some physical science phenomena. Examples of other Science Fair Projects can be found under ―Resources‖ in Moodle. Websites that describe the various elements of the scientific method can be found under ―Science Fair‖ on Moodle and in the reserve section of the library.

Purpose

To develop a greater understand ing of scientific inquiry as it relates to physical science phenomena.

Be able to speak knowledgeable and fluently about key physica l science concepts.

Develop your own understand ing of key physical science concepts through experimentation.

To receive feedback and field questions from peers and the instructor concerning your physical science inquiry project.

Requirements for Science Fair Project In your Science Fair Project you will:

Focus on a physical science question that is of high interest to you and can be answered through a carefully designed experiment using the scientific method .

Develop, conduct and present the resu lts of your experiment to answer your question. Your science fair project w ill include the following elements and be written up and d isp layed on a trifold d isplay board .(purchased at Office Max):

Title of Project, Student Name…………………………………….

Testable question…………………………………………………..

Hypothesis: I think…………………………………………………

Materials used………………………………………………………

Procedure for Experiment (including variables that you controlled for in the

experiments)………………………………………….

Results in a

Table of actual data………………………………………

Graph or representation of data for interpretation………

Conclusions: based on data results

Identifying the Experimental Concepts

Experimental (or independent) variable: What you choose to change each

test……………………………………….

Dependent Variable: The result of the change…………..

Extensions to the Experiment (other questions to explore)………..

Present science fair project {all areas cited above] to peers, answers questions from judges………………

Be able to answer the following questions to your peers “How did you answer this

question?” “What variables did you control for?” “What were your results?” What

conclusions did you reach?” If you had more time, what other questions would you like

to answer?” Why did you choose this project? What did you learn about science or your

topic by doing this project? Answer questions from peers about your project.

Assessment: (Complete rubric posted on Moodle)

Completeness, thoughtfulness and creativity in developing all parts of your experiment and presenting all elements listed above (80 points)

Has practiced presentation of scientific experiment and addresses questions about the project articulately and accurately. (20 points)


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Physical Science Lesson Plan (15%)

Your task is to develop a 20-min. physical science lesson with materials and present this lesson to a small group of your peers.

You can take one of the demos from your resource file demonstrations and create a hands -on inquiry lesson for a small group of your peers. Physical science lessons can be obtained from books on r eserve, the internet (see weblinks on Moodle section on lesson plans) from science journals (Science and Children, Science Teacher), Science activity books (Step into Science Series,) Sund ay newspaper, science curriculum (AIMS, GEMS), the Science Museum, N orthern States Power (NSP) and many other valuable resource and research agencies. Science activity books and other curricular material can be found on Reserve under ―Gregoire-EED 203‖ or in the curriculum library in the basement of Lindell Library.

Requirements for Lesson Plan 1. That lesson includes one set of concrete, hand s-on materials to manipulate or explore (materials obtained

through supermarket, hard ware store, thrift store (Goodwill, Salvation Army, Savers, Axman) 2. That students have an opportunity to d iscover the concept through your instruction rather than

―showing‖ or demonstrating concept (this is change from your demonstration) 3. That the lesson plan includ es elements of an effectively planned lesson stated below. 4. That you are prepared to teach your lesson to a small group of your peers.

Elements for Lesson Plan 1. Topic Heading (e.g. Magnets, Insu lators and conductors) 2. Appropriate grade level 3. Minnesota Graduation Standards met (see handout package or Moodle) 4. Define the physical scientific concepts (with operational definitions) behind the lesson. 5. Materials needed: Includ ing quantities and any preparation instructions, if there are unusual items,

where materials are obtained . 6. Safety Considerations and procedures for managing safety [includ ing safe use and safety to other pieces

of equipment] 7. Student record ing sheet to help students frame the lesson. 8. Step-by-Step Procedures—clear enough so that someone else clearly understands what to d o.

Introduction to activity Procedure for the activity Processing of activity to help summarize the results of the experiment.

9. Question(s) asked throughout the activity. (This should be a well thought out list) 10. Internet web resource or Child ren’s Literature citation and how you would use the resource in this lesson. 11. Source of activity (Bibliographic citation) All Internet resources must be cited .